The second language (L2) acquisition of tense, aspect, and mood/modality (TAM) has been widely explored as it holds the promise of a better understanding of the L2 learners' linguistic competences, particularly semantically and morpho-syntactically. This study focuses on the acquisition of the subjunctive mood by L1 English learners of L2 French…

This article presents the perspectives of a Chilean group of young learners of English as a foreign language with respect to the types of corrective oral feedback when making a spoken mistake and the reasons for their preferences. By means of a qualitative exploratory study, the views of 20 students were collected through a specially adapted scale…

This study aims to investigate which types of errors lead to which types of corrective feedback and their distribution in university preparatory school speaking classes. Discourse analytic principles were used to analyze the learners' errors and types of oral corrective feedback in communicatively oriented speaking classes. The frequency and…

This paper examines Turkish English as a foreign language (EFL) teachers' beliefs and practices regarding the amount, timing and types of oral corrective feedback (OCF) preferences. Eight instructors working in the English preparatory programme of a state university were included in the study. The data were collected through a questionnaire,…

With the expansion of computer science (CS) education, CS teachers in K-12 schools should be cognizant of student misconceptions and be prepared to help students establish accurate understanding of computer science and programming. Digital tools, such as automated assessment systems, can be useful and supportive in teaching CS courses. This…

The present study was designed to investigate the emerging reflective practices of four pre-service English teachers during their practicum experience. The teachers were selected on the basis of convenience. Qualitative paradigm was adopted in the study. Observations, video recordings, and audio recordings were used as data collection tools. Each…

The present study states in the field of teaching EFL students in the process of writing correct feedback in the classroom, the study was conducted to explore the influence of feedback on the students' writing skill and language abilities in grammar. 30 student participants enrolled in "Advanced Writing" classes were administered to…

The impetus for the present study came from Ferris' (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a…

The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers' direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120…

This study aimed at finding the correlation between Iranian and Turkish EFL learners' cognitive styles and their preferences for different WCF types. Sixty out of seventy-five EFL students at the intermediate level in two contexts (Iran and Turkey) were selected through the Oxford Placement Test. There were two instruments in this research: The…

This study investigates the roles of indirect asynchronous electronic feedback (e-feedback) and direct corrective feedback (CF) on calque and collocation errors produced by Thai undergraduate students. The study also explores the factors influencing their ability to benefit from the feedback. Six cases were divided into two groups (Group 1: direct…

This chapter advocates a teaching approach for the statement of cash flows (SCF) that includes introduction of the SCF early in the curriculum using the accounting equation format, which helps students visualize the cash and accrual activities. We then adapt this accounting equation format to a worksheet model that can be used later in the…

Confusion is an important epistemic emotion because it can help students focus their attention and effort when solving complex learning tasks. However, unresolved confusion can be detrimental because it may result in students' disengagement. This is especially concerning in simulation environments using discovery-based learning, which puts more of…

This study aims to provide a comprehensive and in-depth investigation of the debugging process in programming teaching in terms of cognitive and metacognitive aspects, based on programming students who demonstrate low, medium, and high programming performance and to propose instructional strategies for scaffolding novice learners in an effective…

This study investigated the short-term and delayed effects of comprehensive written corrective feedback (WCF) on L2 learners' revision accuracy and new pieces of writing (i.e., the transfer effect of feedback). Three types of feedback were compared: direct feedback and two types of indirect feedback that differed in their degree of explicitness…